Over the past decade, CS education has increasingly been recognized as an academic subject with a place in the school curriculum. Multiple nations and some states in the U.S. have adopted learning standards and issued mandates to ensure that schools provide meaningful CS learning experiences for all students. Yet, the enacted responsibilities associated with these policy initiatives belong to classroom teachers, who typically do not have CS backgrounds. Thus, a grand challenge in building, sustaining and broadening participation in CS education is the preparation of a cadre of primary and secondary teachers with the knowledge, skills, and pedagogy needed to effectively teach diverse students about CS. Though there has been emerging research in CS education focused on the design and characteristics of teacher professional preparation programs, there is sparse literature that reports on research connecting features of CS teacher preparation programs with teachers’ sense of efficacy and ability to provide inclusive CS instruction in the classroom. While growing consensus on school curriculum has led to more consistent learning standards for students, there has been remarkably little research on how particular preparation programs for CS teachers contributes to more knowledgeable or effective instructors. This special issue of Computer Science Education seeks to fill this relative void of research focused on preparing CS teachers. The issue includes three articles, two of which were submitted directly for consideration for the Special Issue, and one of which was drawn from the general track and is closely related to the topic. It is notable that few manuscripts were submitted for this Special Issue relative to other topics, a further indication of the scarcity of research on teacher education for CS teachers. The papers selected for this issue provide a welcome addition to our understandings of teacher learning. In the first article, Katrina Falkner, Rebecca Vivian, and Sally-Ann Williams describe an ecosystem approach to teacher professional development that supports teachers in Australia. After providing a comprehensive review of existing professional development approaches in CS, the authors make a compelling case for a design in professional development by “combining informal and formal learning opportunities through integrated, flexible, structured and sustained support as one successful approach to addressing the sustainability and scalability required by the CS community.” The use of a case study of the large-scale CSER Digital Technologies Education program details how teachers relied on Professional Development events, lending libraries, MOOCs, online communities, and PL-in-a-box for supporting lead teachers. The authors make a persuasive case COMPUTER SCIENCE EDUCATION 2018, VOL. 28, NO. 4, 301–302 https://doi.org/10.1080/08993408.2018.1564587

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在过去的十年中，CS 教育越来越被认为是一门在学校课程中占有一席之地的学术科目。多个国家和美国的一些州已经采用了学习标准并发布了指令，以确保学校为所有学生提供有意义的 CS 学习体验。然而，与这些政策举措相关的既定责任属于课堂教师，他们通常没有 CS 背景。因此，在 CS 教育中建立、维持和扩大参与的一个巨大挑战是培养一支具备有效向不同学生传授 CS 知识、技能和教学法所需的知识、技能和教学法的中小学教师队伍。尽管 CS 教育的新兴研究侧重于教师专业预备课程的设计和特点，很少有文献报道将 CS 教师准备计划的特征与教师在课堂中提供包容性 CS 教学的效能感和能力联系起来的研究。虽然对学校课程的日益共识导致学生的学习标准更加一致，但关于 CS 教师的特定准备计划如何有助于知识渊博或更有效率的教师的研究却非常少。本期《计算机科学教育》特刊旨在填补这一专注于培养 CS 教师的研究的相对空白。本期包括三篇文章，其中两篇直接提交给特刊审议，其中一篇取材于大体轨道，与主题密切相关。值得注意的是，与其他主题相关的本期特刊提交的手稿很少，这进一步表明对 CS 教师的教师教育研究的稀缺性。本期精选的论文为我们对教师学习的理解提供了可喜的补充。在第一篇文章中，Katrina Falkner、Rebecca Vivian 和 Sally-Ann Williams 描述了一种支持澳大利亚教师的教师专业发展生态系统方法。在对 CS 中现有的专业发展方法进行全面审查后，作者通过“通过综合、灵活、结构化和持续的支持是解决 CS 社区所需的可持续性和可扩展性的一种成功方法。” 使用大规模 CSER 数字技术教育计划的案例研究详细说明了教师如何依靠专业发展活动、借阅图书馆、MOOC、在线社区和 PL-in-a-box 来支持领导教师。作者提出了一个有说服力的案例 COMPUTER SCIENCE EDUCATION 2018, VOL. 28，没有。4、301–302 https://doi.org/10.1080/08993408.2018.1564587